identify
really
reader
show
better
knowledge
personal
student
learning
research
hypothese
both
prior
significantly
third
recommended
higher
want
key
area
who
way
understanding
presented
classroom
relation
creating
previou
suggested
implie
facilitator
end
than
just
chapter
effort
SUGGESTIONS
order
data
strategie
develop
conclusion
interpret
any
more
information
activate
part
good
attitude
finding
make
choose
applied
function
improve
know
other
choice
suitable
deciding
give
examined
different
their
therefore
having
also
related
improving
pay
managing
ha
based
apply
retrieve
participate
showed
achieve
achievement
suggestion
effect
help
activity
there
CONCLUSIONS
should
taught
researcher
IMPLICATIONS
text
interaction
DRTA
during
significant
they
implication
study
affect
english
active
determine
become
discussion
encourage
second
skill
two
attention
identification
testing
provoke
session
will
teacher
teaching
moreover
reflect
proces
clarify
analysi
between
using
since
comprehension
namely
easier
concluded
because
level
CHAPTER
them
when
reveal
further
reading
low
succes
while
take
finally
try
strategy
reciprocal
before
high
first